本研究之目的在了解大學教師社會權力的運用與學生學習情緒的關係。經抽取409名大學三、四年級學生為對象，進行實際的調查與分析後，共得三項主要的發現：第一，大學教師的社會權力運用與學生學習精神具有密切的關係，且此種關係因學生本身的教育態度之不同而有差別；第二，大學教師的社會權力運用與學生對大學教學的滿意程度有密切的相關，此種相關亦因為學生本身教育態度之不同而有不同；第三，大學教師的社會權力運用與師生之間的非正式互動具有密切的關係，此種關係不因學生本身對教育態度之不同而有差別。基於此種發現，本研究提出兩項主要的建議，即妥善運用大學教師的社會權力及繼續加強教師權力運用的研究，藉以了解師生互動與關係的性質，革新教學方法，以擴大大學教育的成效。

This study examined the relationship in faculty's use of social power and students' sentiments. Forty hundred and nine (409) students sampled from National Taiwan College of Education were investigated in this study. The results of this study were as follows: 1. The facultys' use of reward power, referent power, and expert power, were positively correlated with students' sentiments. 2. The facultys' use of legitimate power and coercive power were negatively correlated with students sentiments. 3. The relationship in facultys' use of social power and students sentiments were varied by dependence to students' educational attitudes.